The impact of emotions on learning in academic service-learning
Alexa Darby, Associate Professor, Elon University [adarby@elon.edu]
Elise Noyes, student, Elon University [enoyes@elon.edu]
Keywords: Impact of emotions on learning, emotions and academic service-learning, control-value of emotions theory, Achievement Emotions Questionnaire, mixed methods
Summary
Recent cognitive research has demonstrated the interconnectedness of emotions and learning (Felten, Gilchrist, & Darby, 2006). Academic service-learning (AS-L) is regarded as a high impact practice that crosses disciplinary lines and can be “life-changing” for students (National Survey of Student Engagement, 2010, p. 22; Eyler, Giles, & Braxton 1997). However, little research has explored possible connections between emotions and AS-L experiences. Using a mixed-method approach, researchers explore how AS-L students learn through classroom and community experiences, which are mediated by unique cognitive and emotional processes.
The main framework of this study is Pekrun’s (2006) control-value of emotions theory, which posits that the perceived control over and value of an activity are “central to the arousal of achievement emotions” and that emotions play a functional role in the learning process (p. 315). Pekrun (2006) also notes that the reciprocally causal relationship between emotions and achievement can create either positive or negative feedback loops in the environment-appraisal-emotion-achievement outcome cycle.
Researchers predict that positive activating emotions (e.g., hopefulness) and mastery-oriented goals will positively impact academic achievement; negative activating emotions (e.g., anxiety), and performance-based goals will have mixed effects; and negative deactivating emotions (e.g., boredom) will negatively predict academic achievement, regardless of the goal type (Daniels et al., 2009; Pekrun et al., 2010). We also predict that students’ initial attitude related to their AS-L class and site placement will influence their subsequent goal adoption and discrete emotions, which together impact achievement.
Researchers used Pekrun et al.’s (2010) Achievement Emotions Questionnaire (AEQ) with our AS-L section. Students enrolled in AS-L classes completed the questionnaires and participated in open-ended interviews. To analyze the data, a statistical analysis on the AEQ responses was performed while transcribing and coding the interviews to identify recurrent themes using an inductive approach (Boeije, 2010). Data were interpreted in the context of existing literature on AS-L, academic achievement, and emotions, specifically that related to Pekrun’s (2006) control-value theory of emotions.
References
Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service learning affects students. Los Angeles, CA: Higher Education Research Institute.
Boeije, H. (2010). Analysis in qualitative research (1st ed.). Wiltshire: SAGE.
Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101(4), 984–963.
Dewey, J. (1938). Experience and education (1st ed.). New York, NY: Simon and Schuster.
Eyler, J. (2002). Reflection: Linking service and learning--linking students and communities. Journal of Social Sciences, 58(3), 517–534.
Eyler, J., Giles, D. E., Jr., & Braxton, J. (1997). The impact of service-learning on college students. Michigan Journal of Community Service Learning, 4(1), 5–15.
Felten, P., Gilchrist, L. Z., & Darby, A. (2006). Emotion and learning: Feeling our way toward a new theory of reflection in service-learning. Michigan Journal of Community Service Learning, 12(2), 38–46.
Frenzel, A. C., Thrash, T. M., Pekrun, R., & Goetz, T. (2007). Achievement emotions in Germany and China: A cross-cultural validation of the academic emotions questionnaire-mathematics. Journal of Cross-Cultural Psychology, 38(3), 302–309.
Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Ludtke, O. (2007). Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99(4), 715–733.
Hatcher, J. A., Bringle, R. G., & Muthiah, R. (2004). Designing effective reflection: What matters to service-learning? Michigan Journal of Community Service Learning, 11(1), 38-46.
National Survey of Student Engagement. (2010). Major differences: Examining student engagement by field of study, annual results 2010. Retrieved from nsse.iub.edu/NSSE_2010_Results/pdf/NSSE_2010_AnnualResults.pdf
Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology: An International Review, 41(4), 359–376.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4) 315–341.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48.
Saltmarsh, J. (1996). Education for critical citizenship: John Dewey’s contribution to the pedagogy of community service learning. Michigan Journal of Community Service Learning, 3(1), 13–21.
Strage, A. (2004). Long-term academic benefits of service-learning: When and where do they manifest themselves? College Student Journal, 38(2), 257–262.
To access materials from this session please click on the file link(s) below:
The impact of emotions on learning in academic service-learning
Alexa Darby, Associate Professor, Elon University [adarby@elon.edu]
Elise Noyes, student, Elon University [enoyes@elon.edu]
Keywords: Impact of emotions on learning, emotions and academic service-learning, control-value of emotions theory, Achievement Emotions Questionnaire, mixed methods
Conference track: Higher education student outcomes
Format: Poster presentation
Summary
Recent cognitive research has demonstrated the interconnectedness of emotions and learning (Felten, Gilchrist, & Darby, 2006). Academic service-learning (AS-L) is regarded as a high impact practice that crosses disciplinary lines and can be “life-changing” for students (National Survey of Student Engagement, 2010, p. 22; Eyler, Giles, & Braxton 1997). However, little research has explored possible connections between emotions and AS-L experiences. Using a mixed-method approach, researchers explore how AS-L students learn through classroom and community experiences, which are mediated by unique cognitive and emotional processes.
The main framework of this study is Pekrun’s (2006) control-value of emotions theory, which posits that the perceived control over and value of an activity are “central to the arousal of achievement emotions” and that emotions play a functional role in the learning process (p. 315). Pekrun (2006) also notes that the reciprocally causal relationship between emotions and achievement can create either positive or negative feedback loops in the environment-appraisal-emotion-achievement outcome cycle.
Researchers predict that positive activating emotions (e.g., hopefulness) and mastery-oriented goals will positively impact academic achievement; negative activating emotions (e.g., anxiety), and performance-based goals will have mixed effects; and negative deactivating emotions (e.g., boredom) will negatively predict academic achievement, regardless of the goal type (Daniels et al., 2009; Pekrun et al., 2010). We also predict that students’ initial attitude related to their AS-L class and site placement will influence their subsequent goal adoption and discrete emotions, which together impact achievement.
Researchers used Pekrun et al.’s (2010) Achievement Emotions Questionnaire (AEQ) with our AS-L section. Students enrolled in AS-L classes completed the questionnaires and participated in open-ended interviews. To analyze the data, a statistical analysis on the AEQ responses was performed while transcribing and coding the interviews to identify recurrent themes using an inductive approach (Boeije, 2010). Data were interpreted in the context of existing literature on AS-L, academic achievement, and emotions, specifically that related to Pekrun’s (2006) control-value theory of emotions.
References
Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service learning affects students. Los Angeles, CA: Higher Education Research Institute.
Boeije, H. (2010). Analysis in qualitative research (1st ed.). Wiltshire: SAGE.
Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101(4), 984–963.
Dewey, J. (1938). Experience and education (1st ed.). New York, NY: Simon and Schuster.
Eyler, J. (2002). Reflection: Linking service and learning--linking students and communities. Journal of Social Sciences, 58(3), 517–534.
Eyler, J., Giles, D. E., Jr., & Braxton, J. (1997). The impact of service-learning on college students. Michigan Journal of Community Service Learning, 4(1), 5–15.
Felten, P., Gilchrist, L. Z., & Darby, A. (2006). Emotion and learning: Feeling our way toward a new theory of reflection in service-learning. Michigan Journal of Community Service Learning, 12(2), 38–46.
Frenzel, A. C., Thrash, T. M., Pekrun, R., & Goetz, T. (2007). Achievement emotions in Germany and China: A cross-cultural validation of the academic emotions questionnaire-mathematics. Journal of Cross-Cultural Psychology, 38(3), 302–309.
Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Ludtke, O. (2007). Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99(4), 715–733.
Hatcher, J. A., Bringle, R. G., & Muthiah, R. (2004). Designing effective reflection: What matters to service-learning? Michigan Journal of Community Service Learning, 11(1), 38-46.
National Survey of Student Engagement. (2010). Major differences: Examining student engagement by field of study, annual results 2010. Retrieved from nsse.iub.edu/NSSE_2010_Results/pdf/NSSE_2010_AnnualResults.pdf
Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology: An International Review, 41(4), 359–376.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4) 315–341.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48.
Saltmarsh, J. (1996). Education for critical citizenship: John Dewey’s contribution to the pedagogy of community service learning. Michigan Journal of Community Service Learning, 3(1), 13–21.
Strage, A. (2004). Long-term academic benefits of service-learning: When and where do they manifest themselves? College Student Journal, 38(2), 257–262.
To access materials from this session please click on the file link(s) below: